Students and teachers both have misconceptions about chemical kinetics. Misconceptions can develop and be reinforced when studying any topic. The following are typical misconceptions associated with chemical kinetics.
Students get the false impression that nearly every chemical reaction occurs instantaneously. This is reinforced by the examples they see in introductory chemistry. The type of reactions teachers tend to demonstrate have very rapid reaction rates (many times for good reasons). Using video tape or digitized movies to slow down chemical reactions with very fast reaction rates can help alleviate this problem.
Students inability to conceptualize chemical reaction principles leads to many misconceptions. An example in chemical kinetics deals with rate determining steps. Because steps have trouble 'visualizing' the kinetics involved in a chemical reactions mechanism, the falsely see all chemical reaction steps as limiting. Or they cannot perceive how one step could be limiting and another not. Developing quality mental images of reaction kinetics can help with this problem. Students who develop good mental models of reaction kinetics have a much better chance of predicting and conceptually understanding rate limitation. Students who perceive chemical reactions as manipulations of chemical equations are prone to misconceptions.
Thermodynamics and chemical kinetics are separate and mutually exclusive concepts. Thermodynamics dictates whether a reaction will occur, kinetics dictates the rate at which the reaction occurs. Thermodynamic affects are measured with an equilibrium constant, reaction kinetics are measured using reaction rates, Chemistry teachers tend to mix the two concepts and develop or reinforce misconceptions for students.
Reaction kinetics and mechanisms for enzyme catalyzed reactions are not as straight forward as other catalyzed reaction mechanisms. They require special mathematical models and rules for interpretation. See enzyme kinetics in the biomolecules course for more information.
